Analysis - Using Video for Assessment

Strengths

• Improved student learning, engagement and outcomes.
• Students can attempt and view tasks countless times, until they master the required skills within an assessment.
• Third person POV to assist students with self reflection.
• Concrete evidence – great for audit purposes
• Young generation of students are very familiar with video, and most already have the skills to take, edit and/or upload video to internet.
• Most students have mobile devices which have video and/or internet capability, or there are suitable cheap hardware options on the market.
• Low literacy requirement.
• Reduced need for third party assessors, particularly in regional areas which would otherwise require travel or the requirement to be on-site at specific times.
• Video adds flare and excitement to course content and/or assessments.
• Appeals to both visual and auditory learning styles.
• Moderation of video assessment is much easier, more convenient and more accurate than other forms of practical assessment.
• Less time consuming to review video assessments – as opposed to facilitating a time and venue to conduct direct observation of students.
• More flexible for students (ie. they can complete video assessment tasks whenever and wherever they choose, at their own pace).
• Peer assessment and feedback – good for generating discussion and learning from each others’ good and bad points.

• Reluctance for some students (albeit the minority) to film themselves
• Technological requirements to support video assessment (eg. Hardware, storage capacity, broadband internet access, transferring files).
• A portion of tuition time needs to be devoted to teaching students how to use video, before commencing the required assessment or project.
• Some students may be incapable of producing a suitable video for assessment, but may be able to meet course requirements with some other method of assessment (eg. direct observation).
• Majority of trainers/lecturers don’t have capacity or confidence to use video effectively for assessment.
• Except for a few tools (eg. blogging cameras, sypglasses), a camera operator is required.

• Exemplar videos (ie. Examples of what you expect from students).
• Anti-exemplar videos (ie. Examples which show common errors that your students should try to avoid).
• ‘Watch Me first’ videos (ie. to complement written assessment instructions).
• ‘Vlogging’ for workplace journals.
• ‘Vlogging’ to encourage group/social learning and assessment, particularly to assist off-campus students – can reduce feeling of isolation.
• Ideal as an RPL tool.
• National Broadband Network – access to all areas.
• Competitive training market – no geographical boundaries, which can there
• E-learning - top 10 growth industry, anticipated 13% growth per annum (BRW Magazine, Sept 2010).
• Organic marketing by establishing a strong presence and respected source of information on the internet.
• Massive existing online repository of videos which can be readily used as exemplars to assist students.

• Video in some environments is difficult and/or inappropriate (eg. some public spaces, schools, gymnasiums, medical procedures, etc).
• Copyright issues due to terms and conditions for using popular online video streaming websites (eg. youtube).
• Privacy of students or any other people shown in the videos which are uploaded or submitted by students for assessment – can potentially be breached (as opposed to traditional assessments whereby they would remain confidential between lecturer and student).
• Negative emotional impact for some students, particularly if their video is the subject of peer scrutiny.
• Inappropriate or overuse of video assessments (ie. not all competencies are most easily assessed by video).